Effect of religious and moral education teachers’ religious literacy on their teaching self-efficacy

Teaching is very vital to the attainment of educational ends because teachers are the implementers of the curriculum. To this end, teacher self-efficacy has been identified as a determinant of effective teaching. The literature informs that literacy in a field of knowledge influences teachers’ self-efficacy. Based on Bandura’s (1977) social learning theory, the study sought to determine the influence of Religious and Moral Education (RME) teachers’ religious literacy on their teaching self-efficacy in basic schools in the Accra Metropolis. The study used the cross-sectional survey design. Data was collected from 441 RME teachers using anonymous surveys; Harman’s single-factor test confirmed no significant common method bias (< 50% variance). The results indicated that RME teachers possessed high levels of religious literacy (M = 3.84) and teaching self-efficacy (M = 5.44). Again, the results portrayed a statistically significant effect of RME teachers’ religious literacy on their teaching self-efficacy. Based on the results, it was recommended that intermittent workshops should be planned for RME teachers to develop their religious literacy and teaching self-efficacy levels.